Mühendislik-Mimarlık Fakültesi
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Article Citation - WoS: 6Citation - Scopus: 6Can deep learning replace histopathological examinations in the differential diagnosis of cervical lymphadenopathy?(Springer, 2024) Can, Sermin; Türk, Ömer; Ayral, Muhammed; Kozan, Günay; Arı, Hamza; Akdağ, Mehmet; Yıldırım Baylan, Müzeyyen; Baylan, Muezeyyen YildirimIntroduction: We aimed to develop a diagnostic deep learning model using contrast-enhanced CT images and to investigate whether cervical lymphadenopathies can be diagnosed with these deep learning methods without radiologist interpretations and histopathological examinations. Material method: A total of 400 patients who underwent surgery for lymphadenopathy in the neck between 2010 and 2022 were retrospectively analyzed. They were examined in four groups of 100 patients: the granulomatous diseases group, the lymphoma group, the squamous cell tumor group, and the reactive hyperplasia group. The diagnoses of the patients were confirmed histopathologically. Two CT images from all the patients in each group were used in the study. The CT images were classified using ResNet50, NASNetMobile, and DenseNet121 architecture input. Results: The classification accuracies obtained with ResNet50, DenseNet121, and NASNetMobile were 92.5%, 90.62, and 87.5, respectively. Conclusion: Deep learning is a useful diagnostic tool in diagnosing cervical lymphadenopathy. In the near future, many diseases could be diagnosed with deep learning models without radiologist interpretations and invasive examinations such as histopathological examinations. However, further studies with much larger case series are needed to develop accurate deep-learning models.Article Citation - WoS: 25Citation - Scopus: 39Developing an Integrated VR Infrastructure in Architectural Design Education(Frontiers in Robotics and AI, 2020) Aydin, Serdar; Aktaş, BegümWith the advent of computer technology, Virtual Reality (VR) became an integral part of design studios in architecture education. Researchers have been exploring how VR-enhanced design studios can be assessed from a student-centered perspective. This paper illustrates the role of teaching architectural design for developing a novel and contextual curriculum based on an analysis of student feedback. The background focuses on the development of VR-based architectural design education. The methodology frames two digital design ecosystems which are experimented in four undergraduate courses. With an ecosystem-based approach discussed in this paper, a medium-oriented and a content-oriented curriculum are offered for testing students’ reaction to teaching design in VR. In both ecosystems, students are engaged with advanced digital design methods and techniques, which include 3D form-finding, building information modeling, visual programming, coding, and real-time rendering. The study screens the usage of software solutions for the creation of complex virtual environments, covering Blender, Rhinoceros, Unity, Grasshopper, and Revit. The implementation of a User Experience Questionnaire (UEQ) comparatively demonstrates the performative qualities of both digital design ecosystems. Results indicate that the intensity of interaction varied in two incomparable, but connate, levels of qualities. The findings suggest that the perspicuity aspects of student interaction bare the risk of “complicated” and “confusing” software. The results further demonstrate a conflict between task-related qualities and non-task related qualities. Additionally, interacting with VR tools in architecture design education is found attractive, stimulating, and original despite low scores on the pragmatic qualities of perspicuity, efficiency, and dependability. The data and results obtained from this study give insight into the planning of design studios in architecture education based on the use of VR and digital methods. Therefore, this study contributes to future research in the contextualization of the design teaching efforts.Article Citation - WoS: 25Citation - Scopus: 39Developing an Integrated VR Infrastructure in Architectural Design Education(Frontiers in Robotics and AI, 2020) Aydın, Serdar; Aktaş, BegümWith the advent of computer technology, Virtual Reality (VR) became an integral part of design studios in architecture education. Researchers have been exploring how VR-enhanced design studios can be assessed from a student-centered perspective. This paper illustrates the role of teaching architectural design for developing a novel and contextual curriculum based on an analysis of student feedback. The background focuses on the development of VR-based architectural design education. The methodology frames two digital design ecosystems which are experimented in four undergraduate courses. With an ecosystem-based approach discussed in this paper, a medium-oriented and a content-oriented curriculum are offered for testing students' reaction to teaching design in VR. In both ecosystems, students are engaged with advanced digital design methods and techniques, which include 3D form-finding, building information modeling, visual programming, coding, and real-time rendering. The study screens the usage of software solutions for the creation of complex virtual environments, covering Blender, Rhinoceros, Unity, Grasshopper, and Revit. The implementation of a User Experience Questionnaire (UEQ) comparatively demonstrates the performative qualities of both digital design ecosystems. Results indicate that the intensity of interaction varied in two incomparable, but connate, levels of qualities. The findings suggest that the perspicuity aspects of student interaction bare the risk of “complicated” and “confusing” software. The results further demonstrate a conflict between task-related qualities and non-task related qualities. Additionally, interacting with VR tools in architecture design education is found attractive, stimulating, and original despite low scores on the pragmatic qualities of perspicuity, efficiency, and dependability. The data and results obtained from this study give insight into the planning of design studios in architecture education based on the use of VR and digital methods. Therefore, this study contributes to future research in the contextualization of the design teaching efforts.